An Empirical Study Of Integrating Reading And Writing In English Writing Course Of Senior Middle Schools

With the globalization of economy and culture, English writing, as a data media and data exchange instrument, plays a more and more vital role in all kinds of fields. Therefore, the writing requirements of English Curriculum Standards and 2009 National Entrance Examination of Universities are much higher than before. Writing, which is a process of using comprehensive skills, however, is hard for senior middle school students to master and apply in a short period. They can't write a coherent passage despite mastering a lot of words and grammar; some even can't write a correct sentence. On the other hand, after the implementation of quality-oriented education, the burden of the students is largely lightened and the time for the students to write is largely reduced. So the problem what is the efficient and effective way in writing teaching arises. According to the research review and related theories, the author believes it is possible and feasible to integrate reading and writing in writing courses, and makes an empirical study on 123 students in Grade three of Weifang middle school. In the experiment, the students in EC were exposed to a lot of related reading materials with more reading techniques guidance, while the method used in the control class was just using the five-step method of teaching writing without any reading exercises. Analyzed by SPSS, the result of the experiment shows that the performances of the subjects in EC, in writing, were significantly better than those of the students in CC, however, the empirical study has a lot of limitations, such as the subjects, the experimental time, etc.The thesis consists of five parts. The first part is introduction: it provides a general survey of current situation of English reading and writing in senior middle schools. It shows the writing requirements of English Curriculum standards and 2009 National Entrance Examination of Universities (Shandong) and the aim and significance of the study as well. The second part mainly reviews the results of the researches made in such a field previously. The third part provides the theoretical background for the study by illustrating the essential theories relevant to English reading and writing: Krashen's Input Hypothesis, Swain's Output Hypothesis, Nutall's Schema Theory and Flower and Hayes'cognitive process theory are referred to in this part. The fourth part focuses on the experiment: according to the hypothesis, the author designed the pre-test and post-test and carried out the comparison experiment, and then collected the data and analyzed it. The fifth part analyzes the result of the experiment further and draws the conclusion and points out the limitation; finally the thesis puts forward suggestions for future research.